Running head: APPLICATION WEEK 3

1

Application Week 3 Patrick Hodge Walden University 21st Century Learning EDUC 3010 Dr. Fannie Haughton November 03, 2013

APPLICATION WEEK 3 Application Week 3
Score/Grade Content: 60 Instructor’s Comments

2

Student’s Reply (Talk to me: Do you understand? How do you feel about this?Anything else?) Required

Compliments: (This was excellent.)

The essay reveals the concerns for adopting st 21 century in a school. It tells what inspires change and new practices. In addition, examples of eportfolio artifact ideas are presented.

Concerns: (This could be better.) Writing Tips Week 1 Week 2

Appropriate APA Appropriate APA

As I continue to explore the 21st century skills and look back over my day to day operations it is exciting to learn about what if any of these skills I have employed. In the professional setting you are always aware of the critical thinking and problem solving aspect of your day to day operations as it constantly in front of you. In a management role you are critiqued and evaluated on your problem solving skills. I think as we continue to evolve you are seeing more being asked in regards to how well you collaborate and to showcase your creativity and innovation. As our reading this week states “the first two skills in this set, critical thinking and problem solving and communication and collaboration, are the key learning and knowledge work skills that address these new work skills” (Trilling & Fadel, 2009, p. 48). When I look back or draw from my own personal experiences I refer back to my graduate education enrollment team with Walden University. My ultimate goal with this team was to have them function as one and be self-sufficient at the same time. I wanted to create culture of accountability, teamwork, and the freedom of creativity with new ideas. It is important to not only state you have an open door policy but you need to encourage that said policy. In my

APPLICATION WEEK 3 professional setting it was of the utmost importance to set the example by doing so I would ensure my team would see me exhibiting those traits with my colleagues. I fostered an opportunity for everyone to be heard no matter how small or big the detail as if it is important to them then it is certainly important to me as well. I learned so much from them as they were a really good group of thinkers who always thought outside of the box but

3

kept the goal on the customer. In any team related project I would do my best to group my team together based on their strengths and pair them with someone who might be weaker with the old thought in mind of strengthening a weakness but also allowing for a teaching moment with someone who was seeking a leadership opportunity. The collaboration skill was on full display in our daily operations as I wanted everyone to be heard but also wanted to ensure within inside the team they were being exposed to other creative and critical thinkers. As I continue to draw from this experience I can see now how I was able to analyze my team and put them together in order to produce a favorable outcome in any situation (Trilling & Fadel, 2009). When reasoning with my team I would employ different types of reasoning which was applicable to the situation at the time. Communication was also a big key for our success as we employed what we call a buddy system in which my team of ten was broken down into two teams consisting of five people on each team. What we accomplished with this was coverage for any team member who may be on vacation or out of the office for a day or extended period of time. This called for the other team members to collaborate on the splitting and prioritization of the absent team member’s work load. It continued our all for one mentality while enhancing our teamwork as everyone understood that one day they would indeed be out of the office so there was no discontent when implementing this system and it actually got on with the rest of the enrollment teams.

APPLICATION WEEK 3 Where I made the biggest personal gain was learning from my team members and allowing them to teach me how to implement this technology within our team. I was amazed at some of things we could do electronically and we developed our own team share point site. On this site we had our vacation calendar, monthly schedule, discussion board, and various links to sites they used on a daily basis. We were able to house archived data on our key performance indicators with the ability to analyze how we were trending and project future performance. I think benefiting from creative ideas to make a tangible and useful contribution to our site in

4

which the innovation occurred was a good feeling. We continued to build our share point site as being able to access information efficiently and effectively was paramount to evaluating the information critically and competently which led to presenting information accurately and creatively (Trilling & Fadel, 2009). As I continue to explore the skills of the 21st century being able to recall past experiences will be a big help and continuing to self-evaluate will also be critical. Just knowing the fact you can never stop learning, stay humble, and continue to exceed your own personal limits to benefit others is one of the main keys.

APPLICATION WEEK 3 References

5

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.

APPLICATION WEEK 3 Walden University BS in Educational Studies: EDUC 3010 Evaluation Criteria for Application and Reflection Assignments (Weeks 1, 2, 3, 4, and 6) ©Laureate Education, Inc.

6

APPLICATION WEEK 3 Criteria 55–60 points (Weeks 1-3 and 6) 18-20 points (Week 4) Response demonstrates a full understanding and correct use of the concepts and/or strategies as presented in the Learning Resources. Response follows directions and includes all components indicated in the instructions. References are included and properly cited following APA guidelines. 54–47 points (Weeks 1-3 and 6) 16-17 points (Week 4) Response demonstrates a satisfactory understanding and correct use of the concepts and/or strategies as presented in the Learning Resources. Response follows directions and includes most components indicated in the instructions. References are included and properly cited generally following APA guidelines. Writing demonstrates mastery of most criteria for high academic literacy standards as indicated in “Writing Across the Curriculum” (see below). 46–39 points (Weeks 1-3 and 6) 14-15 points (Week 4) Response demonstrates a limited understanding and correct use of the concepts and/or strategies as presented in the Learning Resources. Response follows directions and includes some components indicated in the instructions. Minimal references are included and properly cited generally following APA guidelines. Writing demonstrates mastery of some criteria for high academic literacy standards as indicated in “Writing Across the Curriculum” (see below). 38–31 points (Weeks 1-3 and 6) 12-13 points (Week 4) Response demonstrates a minimal understanding and correct use of the concepts and/or strategies as presented in the Learning Resources. Response does not follow all directions and is missing components indicated in the instructions. References are not included and/or properly cited according to APA guidelines. Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. Few criteria for high academic literacy standards as indicated in “Writing Across the Curriculum” (see below) are followed.

7 30–0 points (Weeks 1-3 and 6) 0-11 points (Week 4) Response does not demonstrate an understanding of the concepts and/or strategies as presented in the Learning Resources. Response lacks most components indicated in the assignment.

Comprehensi on

Components and References

Literacy Standards

Writing demonstrates mastery of all criteria for high academic literacy standards as indicated in “Writing Across the Curriculum” (see below).

Writing does not demonstrate mastery of criteria for high academic literacy standards as indicated in “Writing Across the Curriculum” (see below).

Page 1

APPLICATION WEEK 3

8

Writing Across the Curriculum Walden University is committed to high academic literacy standards. To develop these skills in students, this course has a strong emphasis on written assignments, which may include Content Review questions, Application Assignments, case study analyses, observations, and online Discussions. All assignments are expected to meet the following standards: 1. Clear central idea carefully and coherently developed and with intended emphasis 2. Correct grammar; no persistent mechanical errors 3. Neat appearance with evidence of having been carefully proofread 4. Academic integrity and honesty 5. Full documentation of research work 6. References cited using APA style (except in Discussion postings)